The Science and Ethics of Stem Cell Research Presented by Jeanne Ting Chowning, MS Northwest Association for Biomedical Research LIVE INTERACTIVE YOUR DESKTOP Thursday, May 26, 2011

The Science and Ethics of Stem Cell Research Grades Northwest Association for Biomedical Research

Today’s Web Seminar Background Lessons and Activities Sample Activities Assessment Q and A

1 Lab Investigation 5 Lessons 2 Assessment Options The Curriculum

Background Overview –National Science Ed Standards –Essential Questions/Enduring Understandings –Unit Objectives Lesson Materials –Teaching sequence for each day –Masters Appendix –Teacher support materials

“Good ethics begins with good science and good facts.” -Ken Ryan

Stem Cells - Defining Properties 1. Stem cells are unspecialized 2. They have the ability to self- renew 3. They can change into mature cell types.

Plenty of Planaria Laboratory Investigation

Fresh water Flatworms Free living Carnivores Avoid Light Sexual or Asexual

Regenerative Ability Morgan: 1/279 of a planaria can regenerate a whole organism Recent studies show that one neoblast cell is enough!

Neoblasts Planarian Stem Cell ~30% of cells in worm are neoblasts

Planaria are complex Nervous System Excretory/ Osmoregulatory System

Lab Activity Student groups receive 3 planaria Whole class studies one horizontal cut (pooled data) Each group determines its own cuts Each group has a control Many inquiry opportunities

Let’s pause for questions. Does anyone have a question about using planaria?

Lesson 1 Stem Cell Development

Human Embryonic Stem Cells Where on this chart you think hESC come from ? Blastocyst embryo at day 5 ~ 0.2mm in size ~ 8wks embryonic development

Zygote

Morula

Morula 16 cells Source: Florida Institute for Reproductive Science and Technologies

Blastula/Blastocyst

Blastula Pre-Implantation (3-14 days) Courtesy: RWJMS IVF Program

Early Embryonic Development

Gastrula

Fate Decisions Fertilized egg Totipotent stem cells Totipotent : Can become any cell in body or placenta Fate Decision Pluripotent stem cells (3-5 days old) Blastocyst Pluripotent: Can become any cell in body Implantation Gastrulation (day 14) leads to Primary Germ Cells Endoderm (inner)  digestive tract, resp. track Mesoderm (middle)  bones, blood cells, heart Ectoderm (outer)  skin, CNS Multipotent: Can become any cell within a specific germ layer or cell lineage Embryonic stem cells come from inner cell mass of blastocyst. Implantation Fate Decision Gastrulation (day 14) leads to Primary Germ Cells Endoderm (inner)  digestive tract, resp. track Mesoderm (middle)  bones, blood cells, heart Ectoderm (outer)  skin, CNS Multipotent: Can become any cell within a specific germ layer or cell lineage Multipotent

Blood Cell Lineages

Let’s pause for questions. Does anyone have a question about the embryonic development activity?

Lesson 2 Techniques for Obtaining Stem Cells

Techniques to obtain stem cells: Which is the source of human embryonic stem cell lines? A.In vitro Fertilization B.Therapeutic Cloning (Somatic Cell Nuclear Transfer) C.Umbilical Cord Blood and Bone Marrow D.Induced Pluripotent (iPS) cells

Techniques Graphic + Description + Story

iPS cells

Potential Uses

Stem Cell Resources /stemcells/ ml

Lesson 3 Case Study: One Family’s Dilemma

Ethics definition Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kind of communities would be good to live in.

Introducing Bioethical Principles through Student Skits

Parent respecting child’s career choice Parent NOT respecting child’s career choice Parent helping child with homework Parent NOT helping child with homework Parent being fair between siblings Parent NOT being fair between siblings

Respect for Persons Recognizing that all humans have moral standing and acting in a way that honors that moral standing Supporting, and not interfering with, people’s ability to make choices for themselves.

Harms and Benefits. Minimizing harms while maximizing benefits : Acting to lesson negative outcomes and promote positive ones.

Fairness Sharing benefits, resources, risks, and costs equitably.

Case Study: One Family’s Dilemma Couple from religious background Trouble conceiving naturally Had 2 children by IVF Had 6 blastocysts remaining, which were frozen in storage Insurance no longer covers storage Researchers would like to use Cook, Gareth, “After 2 Children Via IVF, Pair Faced Stem Cell Issue” The Boston Globe, April 4, 2004.

What are some possible options? Option 1 Raise your hand to volunteer! Option 2 Option 3

Case Study: One Family’s Dilemma A.Continue to pay B.Donate embryos to research C.Donate embryos to other infertile couples D.Discard the embryos E.Use embryos to have more children

What are the relevant ethical considerations? Value diverse positions but also guide students towards shared ethical considerations: Respect for persons Minimizing Harms and Maximizing Benefits Fairness Others

Respect for Persons Minimize Harms/Maximize Benefits Justice Which ethical principle is given priority if they donate the embryos to research? Raise your hand to volunteer!

Respect for Persons Minimize Harms/Maximize Benefits Justice Which ethical principle is given priority if they decide to discard the embryos? Raise your hand to volunteer!

“Science cannot resolve moral conflicts, but it can help to more accurately frame the debates about those conflicts.” Heinz Pagels

Let’s pause two minutes for questions…

Lesson 4 Shades of Gray

Who or what will be affected by the outcome? “Stakeholders” have a stake in how the question is resolved Can be individuals, groups, institutions Provides students with the opportunity to “be in someone else’s’ shoes”

Everyone Raise Your Hand (Leave your hand up to determine order!) Read the stakeholder biography according to the following chart. If you are number 1-5 read stakeholder 1 If you are number 6-10 read stakeholder 2 If you are number read stakeholder 3 If you are number read stakeholder 4 If you are number read stakeholder 5 If you are number read stakeholder 6 If greater than 30, join according to your ones place number – 31 = group stakehold 1

“It is ethically acceptable to conduct research using human embryonic stem cells.” Does your stakeholder agree? Strongly Agree Agree Strongly Disagree Disagree

Small Group Breakout 1.Introduce the stakeholder you represent. 2.State why you placed your stakeholder where you did.

Actual Positions Were you surprised by your stakeholder’s position? √ YES X NO

Let’s pause two minutes for questions…

Lesson 5 Ethics and Policy

Socratic Seminar

Final Assessment Option 1 – Individual A Letter to the President’s Commission for the Study of Bioethical Issues Option 2 – Group A Grant Application

Science + Ethical Principles + Stakeholders + Decision-Making Model Better-reasoned Arguments

Thank You! Funding provided by Collaborations to Understand Research and Ethics, (CURE) Science Education Partnership Award, National Institutes of Health

Photo credits Istockphoto Cell Imaging Core, Center for Reproductive Sciences Northwest Association for Biomedical Research RWJMS IVF Program SciencePhotoLibrary Wellcome Trust Image Library Wikimedia Commons

How can you receive a copy of this free curriculum? Review and request from NWABR Other curricular materials include Bioethics 101, Animals in Research, HIV Research, Ethics Primer, Bioinformatics/Genetic Testing, Bioinformatics/Genetic Research

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